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The syllable effect in anagram solution PDF

22 Pages·2011·0.78 MB·English
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This full text version, available on TeesRep, is the post-print (final version prior to publication) of: Adams, J. et. al. (2011) 'The role of syllables in anagram solution: A Rasch Analysis', The Journal of General Psychology, 138 (2), pp.94-109. For details regarding the final published version please click on the following DOI link: http://dx.doi.org/10.1080/00221309.2010.540592 When citing this source, please use the final published version as above. This document was downloaded from http://tees.openrepository.com/tees/handle/10149/129839 Please do not use this version for citation purposes. All items in TeesRep are protected by copyright, with all rights reserved, unless otherwise indicated. TeesRep: Teesside University's Research Repository http://tees.openrepository.com/tees/ Abstract Anagrams are frequently used by experimental psychologists interested in how the mental lexicon is organised. Until very recently, research has overlooked the importance of syllable structure in solving anagrams and assumed that solution difficulty was mainly due to frequency factors (e.g. bigram statistics). The present study uses Rasch analysis to demonstrate that the number of syllables is a very important factor influencing anagram solution difficulty for both good and poor problem solvers, with multi-syllable words being harder to solve. Furthermore, it suggests that syllable frequency may have an impact on solution times for multi-syllable words with more frequent syllables being more difficult to solve. The study illustrates the advantages of Rasch analysis for reliable and unidemensional measurement of item difficulty. Keywords: Cognition, Problem-solving, Rasch analysis, Individual differences The role of syllables in anagram solution: A Rasch analysis There is a long history of anagrams being used in experimental psychology as tools to investigate cognitive processes. However, there is still uncertainty as to the factors which influence anagram difficulty. Until recently, the tacit assumption appears to be that anagram difficulty is largely a function of word frequency. As reliable and objective measurement is crucial, this paper sets out to apply Rasch scaling to a sample of five-letter anagrams to examine whether a single unidimensional scale based on syllable number can be usefully applied. Manipulating anagram difficulty reliably is important where they are used to induce anxiety (e.g. Endler, Speer, Johnson & Flett, 2001) or cognitive load (e.g. Beversdorf et al. 2007; Foley & Foley, 2007). Experimental studies that have explored individual differences in anagram solving have provided insights into aspects of human reasoning and problem-solving (e.g. Novick & Sherman, 2003). Novick and Sherman (2008) reported two experiments that showed the importance of the number of syllables in a word on its solution time, when it was presented as a five-letter anagram. Overall they found that two-syllable anagrams took longer to solve than one-syllable anagrams. Further they found that this effect was particularly marked for good anagram solvers. This result is rather surprising as in over fifty years of research on anagram solving, no other study has found or even suggested the possibility of a syllable effect on anagram solution. Word frequency, age-of-acquistion of the word, its meaningfulness, concreteness and imagery among many other attributes have been suggested as factors that influence solution (for example, Gilhooly & Johnson, 1978), but not number of syllables. As with all research, it is important to demonstrate that Novick and Sherman‟s finding is not unique to the stimuli, the participants chosen and the method of investigation used. In 2 this case it is particularly salient as Novick and Sherman (2008) compared two groups of good and poor solvers who were selected on the basis of their ability to solve “difficult” anagrams. The majority of these screening anagrams (70 per cent) were two-syllable anagrams, so it is possible that their results are related to selecting participants who are particularly sensitive to syllable effects on anagram solution. Furthermore, as has been commented on (Coleman, 1964) and demonstrated before (Clark, 1973), that generalizing the results of language experiments is particularly problematic as a significant result tells us only that the result is likely to generalize to a new set of participants and not necessarily to a new set of stimuli. It is also important to demonstrate that the syllable effect generalises to other indices of anagram difficulty than that used by Novick and Sherman. In the present study we attempted to confirm the syllable effect found by Novick and Sherman (2008), using a different method of calculating solution difficulty, on a different set of anagrams, with a group of participant not selected by ability. We also included additional explanatory variables (e.g. *) and followed Gilhooly and Johnson‟s (1978) regression analysis approach to anagram solution. In their study of five-letter anagrams, 45 participants were given eighty anagrams to solve and the number of participants who solved an anagram was used as a dependent variable (i.e. index) of anagram difficulty. Gilhooly and Johnson (1978) then investigated the relative importance of twelve independent variables on solution score. We used a regression method similar to that used by Gilhooly and Johnson (1978), but we also included a measure of competence of anagram solution and some new independent variables. Novick and Sherman (2008) measured competence with a 20 anagram screening test of difficult anagrams, 14 of which were two-syllable anagrams. In place of a pretest, Rasch analysis was used in this study to establish a participant‟s ability to solve anagrams and also to establish the relative difficulty of each anagram. Rasch analysis 3 allows both person and item (anagram) parameters to be considered separately which allows us to consider relative competence in anagram solution without artificially creating a good and poor group of solvers. Rasch analysis also permits the investigation of how well a dependent variable, in this case anagram difficulty, meets the criterion of being both unidimensional and reliable and creates interval level data. The basics of the analysis are as follows. To take the anagram information first; it is easy to work out the difficulty of each anagram by using the percentage of the sample of participants who get the answer correct. This can be transformed into the probability of getting the anagram correct or the odds of getting an item correct. We can also calculate the ability of each participant by taking the percentage of anagrams that they get correct and can then turn this into a probability of that person solving an anagram correctly. Rasch‟s theory suggests that the probability of getting an individual item (anagram) correct is caused by the difference in a person‟s ability and the item (anagram) difficulty. To put it simply if a person‟s ability is higher than a particular anagram‟s difficulty then the participant is more likely to get this correct than if it is lower than the anagram‟s difficulty. Using this information we can compare the data collected with what we would expect based on calculations of anagram difficulty and person ability. The closer the observed results are to the predicted results the better fit the data are to the Rasch model. We included all of the variables examined by Gilhooly and Johnson (1978) in their analysis with the addition of two new variables related to syllables. The first is number of syllables which is similar to that used by Novick and Sherman (2008). We also included syllable frequency, as Stenneken, Conrad and Jacobs (2007) and Macizo and van Petten (2007) have recently shown a syllable frequency effect in lexical decision tasks. 4 Method Participants In total, 128 undergraduate students from the University of Durham participated in this study over two sessions. The first session involved 63 first-year Psychology undergraduates, the other 65 second-year Psychology undergraduates. Design & Materials The study was a within-participants design. All participants were presented with 80 five-letter anagrams (see appendix I) which they were required to solve. The words from which the single-solution anagrams were constructed were selected at random from the list of 205 nouns provided by Gilhooly and Hay (1977). Two- or three-move anagrams were constructed at random for each of the words. An example of a two-move anagram is HWTCA: WATCH. In total there were 51 two-move anagrams and 29 three-move anagrams. None of the words were plurals, proper names or had repeated letters. Gilhooly and Johnson (1978) included the following twelve variables in their analysis; imagery, similarity, pronounceability, familiarity, concreteness, age-of-acquisition, meaningfulness, log of bigram rank, number of vowels, starting letter, GTZERO, and the log of word frequency. Most of these measures are self-explanatory, however, log of bigram ranks and GTZERO, both of which come from the bigram frequency matrix probably need some explanation. The bigram frequency matrix is constructed by drawing a table with 20 rows representing the 20 possible bigrams (two letter sequences) and four columns representing the four bigram positions in a five-letter word. The bigram rank is the number of entries in the table which have higher frequencies than the four correct entries (i.e. real bigram positions). GTZERO is also calculated from the bigram frequency matrix and is the 5 total number of bigrams with a frequency of greater than zero in the bigram frequency matrix. For example, for the anagram IGTHL (Light) HG, HT, HL, GT, TG, TL, LH, LG, LT would all have a frequency of 0 in the first position. The more non-zero entries there are, the greater the possible competing solutions which make the anagram harder to solve (Mendelshon, 1976). It is conceptually similar to Ronning‟s (1965) “rule out factor” in which certain bigram possibilities are ruled out from consideration as they do not exist in the English language in certain positions. We used the same measures for our anagrams from Gilhooly and Hay (1977), Gilhooly and Johnson, 1978), with the exception of pronounceability of the anagram which depends on the order of letters. We used the same method as Gilhooly and Johnson (1978) to measure pronounceability, by asking 16 adults to rate the pronounceability of a list of nonwords (i.e. the anagrams) using a 7-point scale (1 = “unpronounceable”, and 7 = “very easy to pronounce”). The effective reliability of the pronounceability ratings for this study was R = .97. As well as using the Kucera-Francis (1967) word frequency score which was used by Gilhooly and Johnson (1977) we also obtained objective frequency ratings from HALfreq (Balota, Cortese, Sergent-Marshall, Spieler & Yap 2004). In addition, we included frequency measures from the Thorndike and Lorge (1944) word count as this has been used in a number of other older anagram studies. We also obtained subjective frequency (Balota, Pilotti & Cortese, 2001) ratings from a sample of 26 second-year undergraduates using a 7-point scale, ranging from “never encountered”, to seen “several times a day”. Number of syllables was determined by using the English lexicon project (Balota et al., 2002). Positional syllable frequencies were derived from the English orthographic wordform database of CELEX, which includes frequencies from a combined written and 6 spoken corpus of 17.9 million words (Baayen, Piepenbrock & Gulikers, 1995). The orthographic syllabification was found for each wordform in the database, excluding proper nouns, abbreviations, and multi-word phrases. For each included wordform, the frequency of the wordform was summed with a two-dimensional table indexed by both the text of the syllable and its ordinal position in the wordform. The frequency of each syllable in the stimulus words was then found by looking up the word's syllabification and noting the relevant table entries. Previous research (Macizo & van Petten, 2007) suggests that the first syllable frequency will be the most important so we included the log of this frequency. Procedure The anagrams were presented across the two group sessions using the same procedure. The stimuli were presented via PowerPoint projection to the front of the class using the format of yellow letters (Arial Black 66 point-font) on blue background. Each anagram was shown for 15 seconds, with an inter-trial interval of 5 seconds. The participants were provided with a response sheet with numbered spaces in which to write their answers. A slide containing the experimenter's instructions was presented first. The instructions were as follows: "You are going to solve a series of 5-letter anagrams shown on the screen. They will appear only for a short time. Work the anagram out in your head and write the answer in the space provided. Numbers below each anagram will help you to keep track." This was followed by a practice session in which five example anagrams were presented. After this practice session a participants were asked if they had any questions, and any issues arising were clarified. The full set of eighty anagrams was then presented to the class. After the last anagram, a final slide was shown confirming the end of the study and thanking participants for their efforts. Analysis 7 Rasch analysis allows us to investigate how well a variable, in this case anagram solution score, meets the criterion of being both unidimensional and reliable and also creates interval level data of solution difficulty. There are many Rasch models, but data resulting from a dichotomous outcome are governed by a probabilistic process for the linear combination of two parameters, one denoting person ability and the other denoting item difficulty. The basic model is: Log ( P / P ) ≡ B - D where ni1 ni0 n i B is the ability of subject n, where n = 1, N. n D is the difficulty of item i, where i = 1, L. i P is the probability of subject n succeeding on item i. ni1 P is the probability of failure 1 – P ni0 ni1. This is expressed as P = e (Bn –Di) / 1 + e (Bn – Di) . ni1 Its application to the analysis of anagram solution difficulty was facilitated using WINSTEPS (Linacre, 2005). The data matrix from this study converged rapidly with only three PROX passes and four UCON passes. The Prox method (Cohen, 1979) is used to get rough estimates of the Rasch measures for both persons and items. These estimates are then used by UCON 8 (unconditional maximum likelihood estimation; Wright and Panchapakesan, 1969) which fine tunes them through iteration to produce the final estimates. Rasch item separation (see Wright & Stone 1979, 1996) was 5.08 with an item reliability of 0.96. Person separation was 3.62 with a person reliability of 0.93. These outcomes suggest a well-designated and indexed variable responded to in a cogent manner by the subjects. The reported item reliability is equivalent to the familiar KR-20 or Cronbach's α. The high value of 0.96 for items indicates that a cohesive variable has been conceived based upon a working theoretical strategy for how subjects would respond. The person reliability of 0.93 is almost as high. This statistic is less familiar in the literature of test development, but it is no less important (Wright & Stone 1996). The high value suggests that the variable is being addressed by most respondents as intended. Regression analysis will also be used to investigate the calibration of the difficulty of the anagrams by good and poor solvers. This is a useful technique to look at the possibility of differential item functioning, in this case that the anagrams are not being solved differently by the two groups. Results Each anagram was given a solution score (a possible 0-128) equal to the number of participants who solved it. Solution scores were reliable, as there was an inter group correlation of r (78) = .931, p <.005 between the two testing sessions. There was no significant relationship between the position of each anagram in the list and its solubility (r (80) = .036, p = .75). Rasch scaling, using WINSTEPS (Linacre, 2005), produces a scaling map of items and persons (see Figure 1). This map lists the items and persons on the same variable scale from 9

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3 this case it is particularly salient as Novick and Sherman (2008) compared two groups of good and poor . After the last anagram, a final slide was shown confirming the end of the study and .. Endler, N. S., Speer, R. L., Johnson, J. M., & Flett, G. L. (2001). The teacher's word book of 30,000 wo
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